Dr. John R. Hermann is a tenured professor in the Department of Political Science at Trinity University in Texas. He has published twenty-five peer-reviewed papers. His research focuses on protecting vulnerable and marginalized groups in our constitutional republic and higher education pedagogy, focusing on the changing demographics in the United States.
With the seismic changes in society, with the rise of autocracies and right-wing and populist movements, minority groups are under increasing domestic and foreign threats. This makes the study of minorities more important than ever. Minorities – New Challenges and Horizons provides a novel and timely coverage of minorities from a comparative perspective. The edited book is divided into four discrete but interrelated subjects. The first section introduces the audience to the study of minorities, their discrimination, and strategies for overcoming that stigmatization. The second section examines the significant issue of minority representation in education. The third section examines the minority group of Muslims with a special focus on the nation-state of India. The fourth section offers new horizons for ways to improve minority’s plight. This edited volume is a must-read for students and scholars of minority studies, education, and Islamophobia.
Go to the bookAs United States higher education moves from the gilded age to a more challenging one, this research examines how the changing demographics of American college students should influence how political science faculty teach their classes. With more first-generation, underrepresented students (FGUS) on college campuses, the study offers five best practices to improve student success for political science faculty. Additionally, the research proposes that the content in political science courses should reflect the changing demographics of our students – both in revising our existing courses and offering new ones. Finally, diversification of faculty in political science is vital when teaching students of underrepresented groups.
Part of the book: Higher Education
The study examines the factors that contribute to deficient grade rates and potential solutions to mitigate the issue at Trinity University. Using 9070 students’ grades in STEM-related gateway courses between the fall 2015 and spring 2020 academic semesters, the findings indicate that first-generation, underrepresented, and PELL eligible students struggle the most. Taking multiple gateway classes in the same semester increases student deficient grade rates as opposed to taking one. The creation of a Quantitative Reasoning Skills Center holds promise in helping students academically succeed and decreasing deficient grade rates in gateway courses, including those who are most vulnerable.
Part of the book: Higher Education
Part of the book: Minorities